- 會議論文
先備知識診斷對於學生參與翻轉教室課程之影響－以大學軟體工程課程為例
Effects of Prior Knowledge Diagnosis in Flipped Classroom - A Case Study on Software Engineering Course
摘要
近年來，國內外許多教研機構單位對於翻轉教室教學策略的應用皆展現出高度的關注及發展，然而要能成功的在教學現場實施翻轉教室教學策略，學生於課堂前所培育之先備知識便成為影響教師及學生在課堂內所進行之教學活動成效的關鍵因素，學生先備知識影響著其如何於課堂內教學活動中與同儕及教師進行互動，並且學生先備知識更影響著其於課堂內教學活動中的學習動機與成效，然而在傳統翻轉教室教學策略中，學生於課堂前的學習活動中通常缺乏適當的概念診斷機制來輔助其有效瞭解個人之先備知識能力。基於前述，本研究針對翻轉教室教學策略發展一先備知識診斷機制，用以協助教師及學生能夠於課堂內教學活動進行前診斷、強化及瞭解學生先備知識是否足夠或缺乏，以提升翻轉教室教學策略之學習動機與成效，為能夠評估本研究所提出之先備知識診斷機制對於學生參與翻轉教室教學策略之影響，本研究以大學軟體工程為施測課程，規劃一實驗組控制組前後測準實驗設計評估本研究之教學成效，實驗組學生於翻轉教室課程中採用本系統，控制組學生於翻轉教室課程中採用未包含先備知識診斷服務之線上學習系統，研究結果顯示實驗組學生於翻轉教室教學策略中結合先備知識診斷機制對於其參與軟體工程課程知學習能獲得較好之成效。
並列摘要
In recent years, flipped classroom strategy has been developed and applied by many institutions in various learning situations. With regard to administering an effective flipped classroom, students’ prior knowledge fostered prior to a formal classroom education that is a critical element to affect teaching and learning performances for instructors and students. Nevertheless, in a traditional flipped classroom, students usually lack appropriate concept diagnosis approach to assist them in realizing individual prior knowledge level. As mentioned above, this study developed a prior knowledge learning and diagnosis system to support flipped classroom pedagogy. The proposed system is used to support teachers and students to diagnose, strengthen, and realize whether the students obtain sufficient prior knowledge for enhancing their learning motivation and performance in the formal classroom learning activities. To evaluate the effects of prior knowledge diagnosis in flipped classroom, a quasi-experimental design was employed in a higher education software engineering course. The experimental results indicated that the learning performance of the experimental group was significantly better than control group.